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4th Grade Social Studies Mapping/Pacing Guide2019-2020Topics &StandardsQuarter 1History1. The order of significant events in Ohio and the United States can be shown on a timeline.2. Primary and secondary sources can be used to create historical narratives.3. Various groups of people have lived in Ohio over time including prehistoric and historic American Indians, migrating settlers andimmigrants. Interactions among these groups have resulted in both cooperation and conflict.GeographyOhio, TheBuckeye StateUnit 19. A map scale and cardinal and intermediate directions can be used to describe the relative location of physical and humancharacteristics of Ohio and the United States.10. The economic development of the United States continues to influence and be influenced by agriculture, industry and naturalresources in Ohio.12. The population of the United States has changed over time, becoming more diverse (e.g., racial, ethnic, linguistic, religious). Ohio’spopulation has become increasingly reflective of the cultural diversity of the United States.13. Ohio’s location in the United States and its transportation systems continue to influence the movement of people, products andideas.GovernmentEconomics22. Entrepreneurs in Ohio and the United States organize productive resources and take risks to make a profit and competewith other producers.Revised 2016-2017
4th Grade Social Studies Mapping/Pacing Guide2019-2020Time FrameOhio’sLocationCurriculumUnits &Assessment(Evidence)Opportunities for integrationResources(Curriculumor Textbook)UBD ge Arts/WritingMcGraw HillOhio-WesternStudies 3-4 tasks thatreach DOK 3-4AND/OR 2-3 FATPS/RAFTS At least 1 GRASPper quarter At least 1 CommonShort Cycle perquarter*Assessments locatedwithin unit2 WeeksCCSS.ELA-LITERACY.RI.5.6Analyze multiple accounts of the same event or topic,noting important similarities and differences in the pointof view they represent.(Chapter 1, lesson 1)DiscoveryEducationOhio’s PlaceandResourcesMcGraw-Hill Text Literacy ResourcesLeveled Reader SearchCCSS Reading Informational TextCurriculum ConnectionReading SkillsDefined Stem2 WeeksRevised 2016-2017http://timeline.thinkport.org(timeline activities resources)www.DiscoveryEducation.com(dailyvideos and current events)(GRASPS-Project based Learning)www.infohio.org(games, videos, timelines, research sites,biographies, books)www.kids.gov(videos, games and activities)http://www.oplin.org/point/Chapter ReviewFocus Skills ReviewSkill CheckUnit ReviewBig Idea ReviewUBD illAssessment Resources Technology andDifferentiated Learning(Ohio History activities and sources)Differentiated Instruction and ELLsupport listed in TM for each lesson aswell as in online resources under“Teach and Present.”Language Arts/WritingCCSS.ELA-LITERACY.RI.5.3Explain the relationships or interactions between two ormore individuals, events, ideas, or concepts in ahistorical, scientific, or technical text based on specificinformation in the text.McGraw HillOhio-WesternStudies(Chapter 1, lesson ation.comvideos and current events)(daily
4th Grade Social Studies Mapping/Pacing Guide2019-2020 3-4 tasks thatreach DOK 3-4AND/OR 2-3 FATPS/RAFTS At least 1 GRASPper quarter At least 1 CommonShort Cycle perquarter*Assessments locatedwithin unitDiscoveryEducationMcGraw-Hill Text Literacy ResourcesLeveled Reader SearchCCSS Reading Informational TextCurriculum ConnectionReading SkillsRegions ofOhioDefined Stem2 weeks 3-4 tasks thatreach DOK 3-4AND/OR 2-3 FATPS/RAFTS At least 1 GRASPper quarter At least 1 CommonShort Cycle perquarter*Assessments locatedwithin unitRevised 2016-2017(games, videos, timelines, research sites,biographies, books)www.kids.gov(videos, games and activities)http://teachinghistory.org/(maps, primary sources, lesson plans,)http://sheg.stanford.edu/(Thinking Like A Historian, primary sources)Chapter ReviewFocus Skills ReviewSkill CheckUnit ReviewBig Idea ReviewUBD S-Project based Learning)www.infohio.orgMcGraw-HillAssessment Resources www.definedstem.comDifferentiated Instruction and ELLsupport listed in TM for each lesson aswell as in online resources under“Teach and Present.”Language Arts/WritingCCSS.ELA-LITERACY.RI.5.2Determine two or more main ideas of a text and explainhow they are supported by key details; summarize thetext.CCSS.ELA-LITERACY.RI.5.3Explain the relationships or interactions between two ormore individuals, events, ideas, or concepts in ahistorical, scientific, or technical text based on specificinformation in the text.McGraw-Hill Text Literacy ResourcesLeveled Reader SearchCCSS Reading Informational TextCurriculum ConnectionMcGraw HillOhio-WesternStudies(Chapter 2, lesson ation.comvideos and current events)www.definedstem.com(GRASPS-Project based Learning)DiscoveryEducationDefined Stemwww.infohio.org(games, videos, timelines, research sites,biographies, books)www.kids.gov(videos, games and activities)(daily
4th Grade Social Studies Mapping/Pacing Guide2019-2020McGraw-HillAssessment Resources TheEnvironment2 weeks 3-4 tasks thatreach DOK 3-4AND/OR 2-3 FATPS/RAFTS At least 1 GRASPper quarter At least 1 CommonShort Cycle perquarter*Assessments locatedwithin unitMcGraw-HillAssessment Resources sources , activities, lesson plans)Chapter ReviewFocus Skills ReviewSkill CheckUnit ReviewBig Idea ReviewUBD FrameworkUnit:Formative/SummativeAssessments ides.html (PrimaryReading SkillsChapter ReviewFocus Skills ReviewSkill CheckUnit ReviewBig Idea ReviewRevised 2016-2017http://www.oplin.org/point/(prehistoric info for students)Differentiated Instruction and ELLsupport listed in TM for each lesson aswell as in online resources under“Teach and Present.”CCSS.ELA-LITERACY.RI.5.2Determine two or more main ideas of a text and explainhow they are supported by key details; summarize thetext.CCSS.ELA-LITERACY.RI.5.3Explain the relationships or interactions between two ormore individuals, events, ideas, or concepts in ahistorical, scientific, or technical text based on specificinformation in the text.McGraw-Hill Text Literacy ResourcesLeveled Reader SearchCCSS Reading Informational TextCurriculum ConnectionReading SkillsMcGraw HillOhio-WesternStudies(Chapter 2, lesson ion.com(dailyvideos and current events)www.definedstem.com(GRASPS-Project based Learning)DiscoveryEducationDefined Stemwww.infohio.org(games, videos, timelines, research sites,biographies, books)www.kids.gov(videos, games and activities)http://sheg.stanford.edu/(Thinking Like A Historian, primary sources)http://www.oplin.org/point/(prehistoric info for students)Differentiated Instruction and ELLsupport listed in TM for each lesson aswell as in online resources under“Teach and Present.”
4th Grade Social Studies Mapping/Pacing Guide2019-2020Topics &StandardsQuarter 2Early OhioUnit 2History1. The order of significant events in Ohio and the United States can be shown on a timeline.2. Primary and secondary sources can be used to create historical narratives.3. Various groups of people have lived in Ohio over time including prehistoric and historic American Indians, migrating settlers andimmigrants. Interactions among these groups have resulted in both cooperation and conflict.4. The 13 colonies came together around a common cause of liberty and justice, uniting to fight for independence during the AmericanRevolution and to form a new nation.Geography12. People have modified the environment since prehistoric times. There are both positive and negative consequences for modifying theenvironment in Ohio and the United States.Government15. Individuals have a variety of opportunities to participate in and influence their state and national government. Citizens have bothrights and responsibilities in Ohio and the United States.16. Civic participation requires individuals to make informed and reasoned decisions by accessing and using information effectively.17. Effective participants in a democratic society engage in compromise.18. Laws can protect rights, provide benefits and assign responsibilities.19. The U.S. Constitution establishes a system of limited government and protects citizens’ rights; five of these rights are addressed in theFirst Amendment.20. A constitution is a written plan for government. Democratic constitutions provide the framework for government in Ohio and theUnited States.21. The Ohio Constitution and the U.S. Constitution separate the major responsibilities of government among three branches.Economics22. Tables and charts help people to understand information and issues. Tables organize information in columns and rows.Charts organize information in a variety of visual formats (pictures, diagrams, graphs).Revised 2016-2017
4th Grade Social Studies Mapping/Pacing Guide2019-2020Time FrameOhio’sEarliestPeople2 WeeksCurriculum Units &Assessment(Evidence)UBD FrameworkUnit:Formative/SummativeAssessments 3-4 tasks that reach DOK3-4 AND/OR 2-3 FATPS/RAFTS At least 1 GRASP perquarter At least 1 Common ShortCycle per quarter*Assessments located within unitMcGraw-Hill AssessmentResources New GroupsArrive2 WeeksResources(Curriculumor Textbook)Language Arts/WritingMcGraw pare and contrast the overall structure (e.g.,chronology, comparison, cause/effect,problem/solution) of events, ideas, concepts, orinformation in two or more texts.McGraw-Hill Text Literacy ResourcesLeveled Reader SearchCCSS Reading Informational TextCurriculum ConnectionReading Skills(Chapter 3, lesson 12)DiscoveryEducationDefined Stem3-4 tasks that reach DOK3-4 AND/ORRevised 2016-2017Technology nnected.mcgrawhill.comwww.DiscoveryEducation.com (daily videos and current events)www.definedstem.com(GRASPS-Project based Learning)www.infohio.org(games, videos, timelines, research sites,biographies, books)www.kids.govChapter ReviewFocus Skills ReviewSkill CheckUnit ReviewBig Idea ReviewUBD FrameworkUnit:Formative/SummativeAssessments Opportunities for integration(videos, games and activities)Differentiated Instruction andELL support listed in TM foreach lesson as well as in onlineresources under “Teach andPresent.”Language Arts/WritingCCSS.ELA-LITERACY.RI.5.6Analyze multiple accounts of the same event or topic,noting important similarities and differences in thepoint of view they represent.McGraw HillOhio-WesternStudies(Chapter 3, lesson on.com (daily videos and current events)
4th Grade Social Studies Mapping/Pacing Guide2019-2020 2-3 FATPS/RAFTSAt least 1 GRASP perquarter At least 1 Common ShortCycle per quarter*Assessments located within unitMcGraw-Hill AssessmentResources AmericanRevolution2-3 weeksFormative/SummativeAssessments 3-4 tasks that reach DOK3-4 AND/OR2-3 FATPS/RAFTSAt least 1 GRASP perquarterRevised 2016-2017www.definedstem.com(GRASPS-Project based Learning)www.infohio.orgDefined Stem(games, videos, timelines, research sites,biographies, books)www.kids.gov(videos, games and activities)Chapter ReviewFocus Skills ReviewSkill CheckUnit ReviewBig Idea ReviewUBD FrameworkUnit: Multiple ViewpointsMay Cause Conflict McGraw-Hill Text Literacy ResourcesLeveled Reader SearchCCSS Reading Informational TextCurriculum ConnectionReading Thinking Like A Historian, primarysources)Differentiated Instruction andELL support listed in TM foreach lesson as well as in onlineresources under “Teach andPresent.”Language Arts/WritingCCSS.ELA-LITERACY.RI.5.7Draw on information from multiple print or digitalsources, demonstrating the ability to locate an answerto a question quickly or to solve a problem efficiently.noting important similarities and differences in thepoint of view they represent.McGraw-Hill Text Literacy ResourcesLeveled Reader SearchCCSS Reading Informational TextCurriculum ConnectionReading SkillsMcGraw HillOhio-WesternStudies(Chapter 4, lesson 3)DiscoveryEducationDefined tion.com (daily videos and current events)www.definedstem.com(GRASPS-Project based Learning)www.infohio.org(games, videos, timelines, research sites,biographies, books)www.kids.gov(videos, games and activities)www.eriecanal.org(lesson plans, videos)
4th Grade Social Studies Mapping/Pacing Guide2019-2020 Differentiated Instruction andELL support listed in TM foreach lesson as well as in onlineresources under “Teach andPresent.”At least 1 Common ShortCycle per quarter*Assessments located within unitMcGraw-Hill AssessmentResources NorthwestTerritory2 weeksChapter ReviewFocus Skills ReviewSkill CheckUnit ReviewBig Idea ReviewUBD FrameworkUnit:Formative/SummativeAssessments 3-4 tasks that reach DOK3-4 AND/OR 2-3 FATPS/RAFTS At least 1 GRASP perquarter At least 1 Common ShortCycle per quarter*Assessments located within unitMcGraw-Hill AssessmentResources Chapter ReviewFocus Skills ReviewSkill CheckUnit ReviewBig Idea ReviewRevised 2016-2017Language Arts/WritingCCSS.ELA-LITERACY.RI.5.6Analyze multiple accounts of the same event or topic,noting important similarities and differences in thepoint of view they represent.CCSS.ELA-LITERACY.RI.5.9Integrate information from several texts on the sametopic in order to write or speak about the subjectknowledgeably.McGraw HillOhio-WesternStudies(Chapter 4, lesson 4)DiscoveryEducationDefined StemMcGraw-Hill Text Literacy ResourcesLeveled Reader SearchCCSS Reading Informational TextCurriculum ConnectionReading cation.com (daily videos and current events)www.definedstem.com(GRASPS-Project based Learning)www.infohio.org(games, videos, timelines, research sites,biographies, books)www.kids.gov(videos, games and activities)http://sheg.stanford.edu/(Thinking Like A Historian, primarysources)Differentiated Instruction andELL support listed in TM foreach lesson as well as in onlineresources under “Teach andPresent.”
4th Grade Social Studies Mapping/Pacing Guide2019-2020Topics &StandardsQuarter 3StatehoodUnit 3History1. The order of significant events in Ohio and the United States can be shown on a timeline.2. Primary and secondary sources can be used to create historical narratives.3. Various groups of people have lived in Ohio over time including prehistoric and historic American Indians, migrating settlers andimmigrants. Interactions among these groups have resulted in both cooperation and conflict.4. The Northwest Ordinance established a process for the creation of new states and specified democratic ideals to be incorporatedin the states of the Northwest TerritoryGeography12. People have modified the environment since prehistoric times. There are both positive and negative consequences for modifyingthe environment in Ohio and the United States.Government15. Individuals have a variety of opportunities to participate in and influence their state and national government. Citizens have bothrights and responsibilities in Ohio and the United States.16. Civic participation requires individuals to make informed and reasoned decisions by accessing and using information effectively.17. Effective participants in a democratic society engage in compromise.18. Laws can protect rights, provide benefits and assign responsibilities.19. The U.S. Constitution establishes a system of limited government and protects citizens’ rights; five of these rights are addressed inthe First Amendment.20. A constitution is a written plan for government. Democratic constitutions provide the framework for government in Ohio and theUnited States.21. The Ohio Constitution and the U.S. Constitution separate the major responsibilities of government among three branches.Economics22. Tables and charts help people to understand information and issues. Tables organize information in columns and rows.Charts organize information in a variety of visual formats (pictures, diagrams, graphs).Revised 2016-2017
4th Grade Social Studies Mapping/Pacing Guide2019-2020Time FrameOhioStatehood2 WeeksCurriculum Units& Assessment(Evidence)UBD FrameworkUnit:Formative/SummativeAssessments 3-4 tasks that reachDOK 3-4 AND/OR 2-3 FATPS/RAFTS At least 1 GRASP perquarter At least 1 CommonShort Cycle per quarter*Assessments located withinunitMcGraw-Hill AssessmentResources War of 18122 WeeksOpportunities for integrationResources(Curriculumor Textbook)Technology andDifferentiatedLearningLanguage Arts/WritingMcGraw mCCSS.ELA-LITERACY.RI.5.7Draw on information from multiple print or digital sources,demonstrating the ability to locate an answer to a questionquickly or to solve a problem efficiently.McGraw-Hill Text Literacy ResourcesLeveled Reader SearchCCSS Reading Informational TextCurriculum ConnectionReading Skills(Chapter 5 lesson 12)events)DiscoveryEducationDefined StemRevised 2016-2017www.definedstem.com(GRASPS-Project based Learning)www.infohio.org(games, videos, timelines, researchsites, biographies, books)www.kids.gov(videos, games and activities)Chapter ReviewFocus Skills ReviewSkill CheckUnit ReviewBig Idea ReviewUBD scoveryEducation.com (daily videos and currenthttp://edsitement.neh.gov (Lesson plans, videos, studentresources)Differentiated Instructionand ELL support listed inTM for each lesson as wellas in online resourcesunder “Teach and Present.”Language Arts/WritingCCSS.ELA-LITERACY.RI.5.6Analyze multiple accounts of the same event or topic, notingimportant similarities and differences in the point of viewthey represent.McGraw HillOhio-WesternStudies(Chapter 5, lesson 3)www.connected.mcgrawhill.com
4th Grade Social Studies Mapping/Pacing Guide2019-2020 3-4 tasks that reachDOK 3-4 AND/OR 2-3 FATPS/RAFTS At least 1 GRASP perquarter At least 1 CommonShort Cycle per quarter*Assessments located withinunitMcGraw-Hill Text Literacy ResourcesLeveled Reader SearchCCSS Reading Informational TextCurriculum ConnectionReading SkillsDiscoveryEducation Transportation2 Weeks 3-4 tasks that reachDOK 3-4 AND/OR 2-3 FATPS/RAFTS At least 1 GRASP perquarter At least 1 CommonShort Cycle per quarter*Assessments located withinunitMcGraw-Hill AssessmentResources Chapter ReviewRevised 2016-2017(GRASPS-Project based Learning)www.infohio.org(games, videos, timelines, researchsites, biographies, books)www.kids.gov(videos, games and activities)Chapter ReviewFocus Skills ReviewSkill CheckUnit ReviewBig Idea ReviewUBD )www.definedstem.comDefined StemMcGraw-Hill AssessmentResources www.DiscoveryEducation.com (daily videos and currentDifferentiated Instructionand ELL support listed inTM for each lesson as wellas in online resourcesunder “Teach and Present.”Language Arts/WritingCCSS.ELA-LITERACY.RI.5.4Determine the meaning of general academic and domainspecific words and phrases in a text relevant to a grade 4 topicor subject area.McGraw HillOhio-WesternStudies(Chapter 6, lesson 1)www.DiscoveryEducation.com (daily videos and currentevents)DiscoveryEducationMcGraw-Hill Text Literacy ResourcesLeveled Reader SearchCCSS Reading Informational TextCurriculum ConnectionReading Skillswww.connected.mcgrawhill.comDefined Stemwww.definedstem.com(GRASPS-Project based Learning)www.infohio.org(games, videos, timelines, researchsites, biographies, books)www.kids.gov(videos, games and activities)
4th Grade Social Studies Mapping/Pacing Guide2019-2020 Ohio Culture1-2 WeeksUBD FrameworkUnit:Formative/SummativeAssessments 2-3 tasks that reachDOK 3-4 AND/OR 1-2 FATPS/RAFTS At least 1 GRASP perquarter At least 1 CommonShort Cycle per quarter*Assessments located withinunitMcGraw-Hill AssessmentResources Economy1 WeekChapter ReviewFocus Skills ReviewSkill CheckUnit ReviewBig Idea ReviewUBD FrameworkUnit:Formative/SummativeAssessments Differentiated Instructionand ELL support listed inTM for each lesson as wellas in online resourcesunder “Teach and Present.”Focus Skills ReviewSkill CheckUnit ReviewBig Idea Review2-3 tasks that reachDOK 3-4 AND/OR1-2 FATPS/RAFTSRevised 2016-2017Language Arts/WritingCCSS.ELA-LITERACY.RI.5.2Determine two or more main ideas of a text and explain howthey are supported by key details; summarize the text.CCSS.ELA-LITERACY.RI.5.3Explain the relationships or interactions between two or moreindividuals, events, ideas, or concepts in a historical,scientific, or technical text based on specific information inthe text.McGraw HillOhio-WesternStudies(Chapter 6, lesson 2)DiscoveryEducationMcGraw-Hill Text Literacy ResourcesLeveled Reader SearchCCSS Reading Informational TextCurriculum ConnectionReading SkillsCCSS.ELA-LITERACY.RI.5.3Explain the relationships or interactions between two or moreindividuals, events, ideas, or concepts in a historical,scientific, or technical text based on specific information inthe text.www.DiscoveryEducation.com (daily videos and currentevents)Defined StemLanguage dstem.com(GRASPS-Project based Learning)www.infohio.org(games, videos, timelines, researchsites, biographies, books)www.kids.gov(videos, games and activities)Differentiated Instructionand ELL support listed inTM for each lesson as wellas in online resourcesunder “Teach and Present.”McGraw HillOhio-WesternStudies(Chapter 6, lesson on.com (daily videos and currentevents)
4th Grade Social Studies Mapping/Pacing Guide2019-2020 At least 1 GRASP perquarter At least 1 CommonShort Cycle per quarter*Assessments located withinunitMcGraw-Hill AssessmentResources Chapter ReviewFocus Skills ReviewSkill CheckUnit ReviewBig Idea ReviewRevised 2016-2017DiscoveryEducationMcGraw-Hill Text Literacy ResourcesLeveled Reader SearchCCSS Reading Informational TextCurriculum ConnectionReading Skillswww.definedstem.com(GRASPS-Project based Learning)www.infohio.orgDefined Stem“MarketResearcher: USRegions”(games, videos, timelines, researchsites, biographies, books)www.kids.gov(videos, games and activities)Differentiated Instructionand ELL support listed inTM for each lesson as wellas in online resourcesunder “Teach and Present.”
4th Grade Social Studies Mapping/Pacing Guide2019-2020Topics &StandardsQuarter 4Ohio GrowsOhio TodayUnit 4-5History1. The order of significant events in Ohio and the United States can be shown on a timeline.2. Primary and secondary sources can be used to create historical narratives.3. Various groups of people have lived in Ohio over time including prehistoric and historic American Indians, migrating settlers andimmigrants. Interactions among these groups have resulted in both cooperation and conflict.7. Sectional issues divided the United States after the War of 1812. Ohio played a key role in these issues, particularly with theantislavery movement and the Underground Railroad.8. Many technological innovations that originated in Ohio benefitted the United States.Geography11. The regions which became known as the North, South and West of the United States developed in the early 1800s largely basedon their physical environments and economies.13. The population of the United States has changed over time, becoming more diverse (e.g., racial, ethnic, linguistic, religious).Ohio’s population has become increasingly reflective of the cultural diversity of the United States.14. Ohio’s location in the United States and its transportation systems continue to influence the movement of people, products andideas.Government15. Individuals have a variety of opportunities to participate in and influence their state and national government. Citizens have bothrights and responsibilities in Ohio and the United States.16. Civic participation requires individuals to make informed and reasoned decisions by accessing and using information effectively.Economics22. Tables and charts help people to understand information and issues. Tables organize information in columns and rows. Chartsorganize information in a variety of visual formats (pictures, diagrams, graphs).23. Entrepreneurs in Ohio and the United States organize productive resources and take risks to make a profit and compete withother producers.24. Saving a portion of income contributes to an individual’s financial well-being. Individuals can reduce spending to save more oftheir income.Revised 2016-2017
4th Grade Social Studies Mapping/Pacing Guide2019-2020Time FrameCurriculum Units& Assessment(Evidence)Ohio ChangesUBD FrameworkUnit:Formative/SummativeAssessments1-2 Weeks 2-3 tasks that reachDOK 3-4 AND/OR 1-2 FATPS/RAFTS At least 1 GRASP perquarter At least 1 CommonShort Cycle perquarter*Assessments located withinunitOpportunities for integrationResources(Curriculumor Textbook)Language Arts/WritingMcGraw w on information from multiple print ordigital sources, demonstrating the ability to locatean answer to a question quickly or to solve aproblem efficiently.McGraw-Hill Text Literacy ResourcesLeveled Reader SearchCCSS Reading Informational TextCurriculum ConnectionReading Skills(Chapter 7)DiscoveryEducation New Industry,New PeopleDefined StemRevised nd.html(interactive latitude and longitude activities)www.eriecanal.org(Erie canal history, activities, lesson plans)(daily videos and current events)www.definedstem.com(GRASPS-Project based Learning)www.infohio.org(games, videos, timelines, research sites,biographies, books)Chapter ReviewFocus Skills ReviewSkill CheckUnit ReviewBig Idea ReviewUBD cGraw-Hill AssessmentResources Technology andDifferentiatedLearningwww.kids.gov(videos, games and activities)Differentiated Instruction and ELLsupport listed in TM for each lesson aswell as in online resources under“Teach and Present.”Language Arts/WritingWHST.6-8.10 Write routinely over extended timeframes and shorter time frames for a range ofdiscipline-specific tasks, purposes, andaudiences.McGraw HillOhio-WesternStudies(Chapter 8)www.connected.mcgraw-hill.com
4th Grade Social Studies Mapping/Pacing Guide2019-2020 2 Weeks3-4 tasks that reachDOK 3-4 AND/OR 2-3 FATPS/RAFTS At least 1 GRASP perquarter At least 1 CommonShort Cycle perquarter*Assessments located withinunitMcGraw-Hill AssessmentResources Chapter ReviewFocus Skills ReviewSkill CheckUnit ReviewBig Idea Reviewwww.DiscoveryEducation.comW.5.9B Apply grade 5 Reading standards toinformational texts (e.g., "Explain how an authoruses reasons and evidence to support particularpoints in a text, identifying which reasons andevidence support which point[s]"").(daily videos and current events)DiscoveryEducationDefined StemMcGraw-Hill Text Literacy ResourcesLeveled Reader SearchCCSS Reading Informational TextCurriculum ConnectionReading Skillswww.definedstem.com(GRASPS-Project based Learning)www.infohio.org(games, videos, timelines, research sites,biographies, books)www.kids.gov(videos, games and d(Economic Resources and .php?lid 539&type educator(Economics resources and interactive tools)Differentiated Instruction and ELLsupport listed in TM for each lesson aswell as in online resources under“Teach and Present.”ChangingTimes2 WeeksUBD FrameworkUnit:Formative/SummativeAssessments Revised 2016-20173-4 tasks that reachDOK 3-4 AND/OR2-3 FATPS/RAFTSAt least 1 GRASP perquarterLanguage Arts/WritingRI.5.9 Integrate information from several texts onthe same topic in order to write or speak aboutthe subject knowledgeably.McGraw HillOhio-WesternStudies(Chapter ion.com(daily videos and current events)www.definedstem.com(GRASPS-Project based Learning)McGraw-Hill Text Literacy ResourcesLeveled Reader SearchCCSS Reading Informational TextDiscoveryEducationwww.infohio.org(games, videos, timelines, research sites,biographies, books)
4th Grade Social Studies Mapping/Pacing Guide2019-2020 At least 1 CommonShort Cycle perquarter*Assessments located withinunitCurriculum ConnectionReading SkillsDefined Stemwww.kids.gov(videos, games and activities)Differentiated Instruction and ELLsupport listed in TM for each lesson aswell as in online resources under“Teach and Present.”McGraw-Hill AssessmentResources Ohio’s Economy2 WeeksChapter ReviewFocus Skills ReviewSkill CheckUnit ReviewBig Idea ReviewUBD FrameworkUnit:Formative/SummativeAssessments 3-4 tasks that reachDOK 3-4 AND/OR 2-3 FATPS/RAFTS At least 1 GRASP perquarter At least 1 CommonShort Cycle perquarter*Assessments located withinunitMcGraw-Hill AssessmentResources Revised 2016-2017Chapter ReviewFocus Skills ReviewSkill CheckUnit ReviewBig Idea ReviewLanguage Arts/WritingCCSS.ELA-LITERACY.RI.5.9Integrate information from several texts on thesame topic in order to write or speak about thesubject knowledgeably.McGraw HillOhio-WesternStudies(Chapter 10)DiscoveryEducationMcGraw-Hill Text Literacy ResourcesLeveled Reader SearchCCSS Reading Informational TextCurriculum ConnectionReading SkillsDefined ation.com(daily videos and current events)www.definedstem.com(GRASPS-Project based Learning)www.infohio.org(games, videos, timelines, research sites,biographies, books)www.kids.gov(videos, games and activities)Differentiated Instruction and ELLsupport listed in TM for each lesson aswell as in online resources under“Teach and Pr
4th Grade Social Studies Mapping/Pacing Guide 2019-2020 Revised 2016-2017 Topics & Standards Quarter 1 Ohio, The Buckeye State 10. resources in Ohio. Unit 1 History 1. The order of significant events in Ohio and the United States can be shown on a timeline. 2. Primary and secondar
